Paper Title
Insights Into the Test Anxiety of Students With Vision Impairment and Students With Intellectual Disabilities

Abstract
Test anxiety or fear of examinations has been found to produce detrimental influence on students with and without disabilities. This study investigated the test anxiety of the students in each of two disability groups, those with vision impairment and those with intellectual disabilities in South Australia. The mixed-method study aimed to understand the nature and extent of the anxiety in test situations experienced by these students. This research was divided into two stages of execution. In Stage 1, the Spielberger�s Test Anxiety questionnaire was administered to students with vision impairment and those with intellectual disabilities. In Stage 2, interviews were conducted with students with vision impairment and those with intellectual disabilities, their parents and teachers. These data reflected a range of viewpoints from which to examine the research questions. The findings revealed that among both groups of students, most had high scores in worry, emotionality and total test anxiety. However, students with intellectual disabilities scored higher in the worry (cognitive concerns) than in the emotionality (bodily fears) while the opposite was confirmed for students with vision impairment when faced with a testing situation. Those interviewed explained the sorts of specific factors which articulated the students� high test anxiety. Index Terms� intellectual disabilities, test anxiety, vision impairment.